| Term | Definition |
|---|
| Activity Analysis | A systematic Approach to break down and access an activity and its component parts |
| Gradation | a change in process, environment, tools or materials of an activity to increase or decrease the performance demands of the client |
| Strength | Grading includes a change in repetitions or a change in the amount of resistance |
| Range of Motion | Grading includes change in the movement required or offering assistance for movement |
| Endurance and Tolerance | Grading includes change in time given for task and doing the activity sitting or standing |
| Coordination | Grading includes changing size of objects manipulated or changing the number of objects being manipulated |
| Perceptual Skills | Grading includes changing time for completion, object size, complexity or external stimulation |
| Cognitive skills | Grading includes changing number of steps given, problem-solving required, allowance for questions, novelty, and familiarity of materials and directions |
| Social Skills | Grading includes moving from an individual activity to a group activity, changing the behaviors expected, the familiarity with the setting or the people involved, the intensity of conversation and the goal of the social event |
| Adjunctive | a smaller activity used to prepare for the main activity |
| Enabling | a simulated and non-purposeful activity |
| Purposeful | a goal directed focused activity |
| Occupational Based | A meaningful activity done in a natural context |
| Universal Cuff | designed to give persons with limited grip or dexterity controlled use of items such as eating utensils and writing tools. |
| Plate Guard | prevents food from being pushed off the plate by making scooping food onto utensils easier. Internal groove attaches to the rim of the plate. |
| Rocker Knife | allows items to be cut using one hand; |
| Weighted Utensils | designed to help stabilize tremors when eating, for use with Parkinson's Huntington's or other challenges with shakes or stability |
| Reacher | can extend reach, used for those with limited ROM, paraplegia, stroke, etc |
| Sock-aid | help with putting on socks and stockings. Ideal for people with arthritis, limited mobility or range of motion. |
| Long Handled comb | may be useful for clients with limited hand-to-head movements |
| Long-handles bath sponge | allow the user to reach legs, feet and back for those with limited ROM |
| Built-up handle | can be slid over smaller handles (utensils) to accommodate limited grasp or prehension |
| Dressing Stick | Can be used to pull garmets up or down, built specifically for dressing, used for those with limited ROM, paraplegia, stroke, etc |
| Adaptive Equipment | ________ may be used to compensate for a physical deficit or limitation, to prevent further injury or for improved safety during ADLs |
| ADL | Activities and tasks oriented toward taking care of one's own body |
| IADL | Activities that are directed towards interacting with the environment |
| Interview | A one-on-one process in order to gather history and pt's perceptions of abilities and needs. Most useful as initial screening tool |
| Pros of Interview | A lot of information can be gathered in a short period of time, helps to develop client rapport, information about medical history can be obtained, client's priorities can be established |
| Cons of Interview | The pt or family member's perceptions of the pt's abilities or deficits may not be accurate |
| Performance Evaluation | Observation of the clt performing an ADL/IADL task to gather data. Can only cover selected tasks |
| Pros of Performance Evaluation | Accurate in terms of performance, allows family members (if present) to observe actual performance |
| Cons of Performance Evaluation | Time consuming |
| Home Evaluation | Evaluates physical barriers and social situations. Not always an available option in every type of clinical setting due to reimbursement issues, time and distance |
| Pros to Home Evaluation | Clearer picture of clt's physical and psychosocial environment, you can better anticipate areas that may pose special difficulty, sometimes you are able to have the clt present and evaluate function in home settings |
| Cons to Home Evaluation | Time consuming, costly, not always reimbursed |
| Top-Down | Starts with inquiry into role competency and meaningfulness to further determine which particular task defines each of the roles |
| Bottom-Up | Focuses first on dysfunction of client factors to obtain an understanding of the clt's limitations, disabilities and strengths |
| Independent | can perform without cuing, supervision or assistance, with or without assistive devices, at normal or near normal speeds |
| Supervised | can perform alone but needs someone available for safety |
| Minimal assistance | supervision, cuing and less than 25% physical assistance |
| Moderate assistance | supervision, cuing and 25%-50% physical assistance |
| Maximal assistance | supervision, cuing and 50%-75% physical assistance |
| Dependent | clt requires more than 75% physical assistance, can perform only one or two steps of the activity or very few activities independently, may fatigue easily and perform very slowly, may require elaborate equipment and devices to perform basic skills |
| Basic premises of ADA | July 26 1990. Equal opportunity through public accommodations for persons w/ disabilities. Covers 5 areas related to public accommodations. |
| Title I | Employment provisions. protects qualified individuals with a disability. Exception if accommodation would cause undue hardship to employer. |
| Title II | State and Local Government Services (Public Services). Must give qualified individuals with disabilities equal opportunity to participate in or benefit from state or local aid, benefits or services. |
| Title III | Public Accommodations (Private business). Prohibits discrimination against individuals with disabilities in full and equal enjoyment of goods, services, etc of place of public accommodation. |
| Priorities of PPA | Places of Public Accommodation. Falls under title III. Access to the PPA. Access to area where goods and services available. Access to restroom facilities. Access to goods services, etc that PPA provides. |
| dressing for total hip replacement | Dressing instructions: (Avoid adduction and rotation or crossing the legs to dress. Must refrain from crossing the operated extremity over the non operated extremity at either the ankles or the knees. No bending forward!) Donning Pants: Client should sit in a chair, preferably a high chair that has armrests to help with standing. Operated leg is dressed first. Use reacher to bring pants over foot and up to the knee. Take pants in hands and put unoperated leg into pants. Pull pants up thighs. Keep operated leg straight, bend good leg, place hands on armrests and stand. Keeping weight on good leg, pull pants all the way up. Shoes: use a reacher to don/doff. May want to provide elastic laces and a long handled shoehorn. Socks: use sock aid to don, a reacher/dressing stick to doff. |
| "Qualified disability" | In regards to Employment. An individual with a disability who satisfies the requisite skill, experience, education and other job related requirements of the employment position and who with or without reasonable accommodation can perform essential functions for employment position. |
| Title IV | Telecommunications |
| Title V | Misc Provisions |
| Activity demand | features of an activity that influence type and amount of effort required: space, social demand, timing/sequence, body structure and function |
| occupation as means | Refers to occupations acting as therapeutic change agent to remediate impaired abilities or capacities to advance one towards occupational outcome; requires occupational history and meaningful goal-directed outcomes similar to top-down approach. |
| occupation as end | Situations in which occupation is the goal to be learned; performance of activities tasks, and roles toward a functional goal within individual's capacity. Similar to performing functional daily tasks in bottom-up treatment. |
| Manual wheel chair | type of w/c used with clts who have CVA, TBI, paraplegia, and quadriplegia around C6 or below |
| Standard manual wheel chair specs | 35 lbs or more, seat 18'' wide (16" narrow), less expensive, good for short term use, folding frame |
| Standard Hemi wheel chair | w/c with lower seat for individual with hemiplegia (propel with one leg and one arm) |
| Lightweight wheel chair | 30-35 lbs |
| Ultra lightweight wheel chair | less than 30 lbs, rigid frame, easier to push |
| Power wheel chair | for clts with a progressive diagnosis (MS, ALS, MD), problems with endurance and high level of SCI; C4 and up |
| seat width | measure while seated across hips/thighs and add 1-2" for clearance |
| seat depth | measure from behind calf to back of buttocks, subtract 1-2" for clearance |
| Leg length (placement of footrest) | with thigh parallel to floor, measure heel to back of knee, add 2" for foot plate clearance. Aim for 90-90-90 |
| Seat height | measure from floor to seat platform, add 2" of footrest clearance |
| Arm height | measure from seat base to just under elbow with shoulder neutral and 90 deg elbow flexion; add 1" |
| Back height | Sit and flex shoulder to 90, measure from seat to under arm and subtract 4" |
Combine with other sets
Share on Facebook
Share on MySpace